Reflection: Questioning "Two Kinds" - Section 3: Base Groups Annotate "Two Kinds" by Amy Tan

 

Then next day, collected student work on this and was very pleased with their work.  Only two students did not complete the homework, and a third was absent, but the vast majority of students wrote great, inferring questions of the story, as can be seen in the attached slides: "Why did her mom give her the piano?" and "Why is she so angry?"  These annotations represent a vast improvement over the initial annotations that the students submitted, all of which focused on plot summary points. 

I asked the students to review the attached text-marking rubric and to review their work in doing so.  I plan to use this rubric to evaluate their work. 

  Reflection on Increasing Rigor and Independence in Student Question Annotations
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Questioning "Two Kinds"

Unit 1: Constructive Controversy -- Oral and Written Argumentation
Lesson 10 of 11

Objective: SWBAT operate in high-functioning cooperative base groups by annotating a text for inferred meaning and by writing questions of inference on character motive.

Big Idea: When students annotate a text for inferred motives and questions reveals powerful thinking.

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2 teachers like this lesson
Subject(s):
English / Language Arts, Short Stories, Writing, argument (Presentation Skills), argument (Composition), questioning, annotation, active reading, closereading, inferring, Amy Tan, Two Kinds
  35 minutes
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